Its a Family Affair Building CounselorPrincipal Relationships Dr
It’s a Family Affair Building Counselor/Principal Relationships Dr. Tiffany Simon, Certified School Counselor Dr. Jonathan Campbell, School Principal
Background of Presenters Dr. Simon Dr. Campbell • Certified School Counselor since 2006 • Worked in Suites with Counselors only • Worked in “House” concept • Certified School Principal since 2006, Superintendent 2015 • Worked in Counselor/Assistant Principal are physically separated • Worked in “House” concept
Research on Counselor-Principal Relationships- 2008 • A Closer Look at the Principal-Counselor Relationship – College Board, National Association of Secondary School Principals (NASSP), and American School Counselor Association (ASCA) • Four Views of the Professional School Counselor. Relationship: A Q-Methodology Study – Janson, Milltello, & Kosine
College Board, NASSP, & ASCA • The three organizations support the vision that principal-counselor relationships (PCR) aid in student success. • PCR ”lead to more effective practices fo both principals and counselors, which in turn can lead to better educational outcomes for students” (College Board, NASSP, & ASCA, 2008, p. 2) • Survey of 343 principals and 1, 957 counselors from public high school.
College Board, NASSP, & ASCAKey Findings Communication Respect • Principals- • Principals – the most important elements in a PCR – Mentioned quality of communication • Counselors– 2 nd most important element of a PCR – Mentioned frequency of communication – 2 nd most important element of PCR – Mentioned respect for their vision and goals • Counselors – The most important element in a PCR – Mentioned respect for themselves and their expertise
College Board, NASSP, & ASCAKey Findings Barriers to collaboration • Time (most frequently mentioned by both) • Lack of trust (both) • Daily decisions happen quickly and do not allow for collaboration (both) • Misunderstanding of role (counselors) • Lack of shared vision (counselors)
College Board, NASSP, & ASCAKey Findings Methods to improve PCR • Communication (most frequently mentioned by both) • Respect/understanding (second most frequently mentioned) • Establish mutual trust (both) • Shared vision (both)
College Board, NASSP, & ASCAKey Findings • Both agree that helping to promote student personal growth, social development, and career planning are the most important activities of a school counselor. • Both agree that supportive administrative duties were the least important ways for a counselor to spend their time. However, each group differed on the amount of time was actually being spent to complete these duties. • The most frequent response for the role of the principal was leader; the most frequent response for the role of a school counselor was advocate.
Four Views of a PCR- Janson, Milltello, & Kosine • Viewpoints of 39 professional school counselors (22) and principals (17) on PCR. • Four factors were examined- each supported the notion that school counseling activities and principal activities cannot be easily be completed without “mutual support, advice, and understanding. ” Janson, C. , Milltelo, M, & Kosine, N. (2008). Four views of a Professional School Counselor-Principal Relationship: A Q Methodology Study. Professional School Counseling, 11, p. 353 -361
Purposeful Collaborative Relationships • Emphasizes collaboration on activities which promote school improvement initiatives. • PCR develop programs which benefit students, systemwide planning, and address the needs of underserved students. • Aligns with ASCA National Model which encourages school counselors to engage in school-wide leadership, collaboration, and advocacy. Janson, C. , Milltelo, M, & Kosine, N. (2008). Four views of a Professional School Counselor-Principal Relationship: A Q Methodology Study. Professional School Counseling, 11, p. 353 -361
Purposeful Collaborative Relationships Key Points • Counselors are responsible for educating the principal on the appropriate role of a school counselor based on ASCA National Model (or their state’s national model). • Principals may be unaware that school counselors are trained in collaborating with school staff on school wide initiatives. • These discussions foster an environment that promote ongoing discussions about system-wide needs that affect needs of all students. • ASCA Videohttp: //www. schooltube. com/video/1 cf 0 dca 9 c 9 d 9 ab 2 b 6 a 95/Wh at-Does-a-School-Counselor-Do Janson, C. , Milltelo, M, & Kosine, N. (2008). Four views of a Professional School Counselor-Principal Relationship: A Q Methodology Study. Professional School Counseling, 11, p. 353 -361
So… how did we make it work? ? • Time- we made the effort to talk about students on a routine basis. It was never a “let me make time” approach. Our time was just as important as an ARD, parent mtg. , admin mtg, etc. • Collaboration • Mutual Respect • Role Definition • Counselor educating principal • Principal open and created climate of trust
Resources Getting Started Toolkit • https: //securemedia. collegeboard. org/digital. Services/pdf/nosca/11 b_4729_PC_Toolkit_WEB_11 1104. pdf ASCA Find a Way • https: //www. schoolcounselor. org/asca/media/asca/home/Find. Way. pdf A Closer Look at the Principal-Counselor Relationship (Full Research Study) • https: //secure-media. collegeboard. org/digital. Services/pdf/nosca/a-closerlook_2. pdf
- Slides: 13